The unprecedented and prolonged challenges of the COVID-19 pandemic intensified the pressures on school administrators, compelling many to reconsider their long-term commitment to educational leadership. As the landscape of K-12 education shifted, school leaders were increasingly confronted with uncertainty, heightened responsibilities, and evolving community expectations. This study explored the lived experiences of over 300 Iowa principals who participated in a comprehensive survey examining the impact of the pandemic on their professional well-being and career intentions. Findings revealed that both emotional and physical exhaustion were significant factors contributing to school leaders’ doubts about remaining in their roles. Despite these challenges, the research identified a significant positive correlation between job satisfaction and the presence of key leadership traits: purpose-driven leadership, self-care, self-awareness, and self-efficacy. Principals who reported higher levels of these traits were more likely to express satisfaction with their work and a greater intention to persist in their positions. Participants provided concrete examples of how these leadership qualities guided their decision-making, supported their teams, and enabled them to adapt to rapidly changing circumstances. This study underscored the urgent need for targeted support and professional development that cultivate these critical traits, equipping school leaders to navigate uncertainty and sustain effective leadership in times of crisis. The insights offered have important implications for policymakers, educational organizations, and leadership preparation programs seeking to strengthen resilience and retention among school administrators worldwide.

Keywords: School leadership, principal, COVID, crisis, job satisfaction, purpose-driven, self-care, self-efficacy, self-awareness.